GTS Policy on Careers

guidance and access for education and training

providers

Based on January 2018 Statutory guidance for governing bodies, school leaders and school staff

(Further guidance will be released in September 2018. This policy will be reviewed in

December 2018 as a consequence of that release)

Approving Committee: Teaching & Learning Approval date: 8th May 2018 Minute Reference: 2017-18/T&L/58 Staff Sponsor: Jacqui Royse Date of next review: Placed on T drive: Yes Placed on website: Yes

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2

Contents

Contents .............................................................................. Error! Bookmark not defined.

Summary ............................................................................................................................ 4

About this guidance ......................................................................................................... 4

Expiry or review date ....................................................................................................... 4

What legislation does this guidance refer to? .................................................................. 4

Main points ...................................................................................................................... 4

The Gatsby Benchmarks .................................................................................................... 6

Requirements and expectations of schools ..................................................................... 8

Support for schools ......................................................................................................... 8

Statutory duties ............................................................................................................. 10

What is the governing body expected to do? ................................................................ 11

Compliance with the duties and statutory guidance ...................................................... 11

Responsibilities of schools ................................................................................................ 13

Meeting the Gatsby Benchmarks ...................................................................................... 15

Benchmark 1: A stable careers programme .................................................................. 15

Benchmark 2: Learning from career and labour market information ............................. 15

Benchmark 3: Addressing the needs of each pupil ....................................................... 16

Targeted support for vulnerable and disadvantaged young people ........................... 17

Information sharing .................................................................................................... 18

Careers guidance for pupils with special educational needs or disabilities ................ 18

Benchmark 4: Linking curriculum learning to careers .................................................... 20

Benchmark 5: Encounters with employers and employees ........................................... 21

Benchmark 6: Experiences of workplaces ..................................................................... 22

Benchmark 7: Encounters with further and higher education ........................................ 23

New legal duty: access to providers of technical education and apprenticeships ...... 24

Benchmark 8: Personal guidance ................................................................................. 25

Further information ........................................................................................................... 27

3

Useful resources and external organisations ................................................................ 27

Other relevant Governmental advice and statutory guidance ........................................ 28

Other government departmental resources ................................................................... 29

4

Summary

About this guidance

This policy is taken from the statutory guidance from the Department for Education. This

means that recipients must have regard to it when carrying out duties relating to

independent careers guidance and provider access to schools.

Expiry or review date

This statutory guidance is from the government policy of the same name dated January

2018. This statutory guidance will be reviewed annually and updated if necessary.

What legislation does this guidance refer to?

Sections 42A1, 42B and 45A of the Education Act 1997

Section 72 of the Education and Skills Act 2008

Main points

This guidance has been set out to deliver the government strategy to make sure that all

young people in secondary school get a programme of advice and guidance that is stable,

structured and delivered by individuals with the right skills and experience.

To achieve this aim, Great Torrington School (GTS) will use the Gatsby Charitable

Foundation’s Benchmarks2 to develop and improve our careers provision. The Gatsby

Benchmarks are not a statutory framework but by adopting them, GTS can be confident

that they are fulfilling their legal duties: the existing duty to secure independent careers

guidance and the new duty to provide opportunities to a range of providers of technical

education and apprenticeships to access pupils to inform them about technical education

qualifications or apprenticeships.

The government’s expectation is that schools begin to work towards the Benchmarks

now and meet them by the end of 2020.

GTS will use Compass as an online self-evaluation tool3 to assess how our careers

support compares against the Gatsby Benchmarks and the national average. GTS will

baseline ourselves using this tool, consider the opportunities to improve our careers

programme based on their confidential results, and track our progress against the

Benchmarks over time.

1 Subsection (6) of section 42A was amended by the Careers Guidance in Schools Regulations 2013

2 Holman, J. (2014) Good Career Guidance. London: Gatsby Charitable Foundation

3 http://www.careersandenterprise.co.uk/schools-colleges/about-compass

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The careers strategy sets out that that every school needs a Careers Leader. Every school

will be asked to name this Careers Leader which has the backing of the senior leadership

team. This requirement will be introduced in September 2018, by when more

information and support will be made available. At GTS for the academic year 2018-2019

this will be Jacqui Royse (Deputy Head Teacher).

The way in which careers guidance will continue to be considered during Ofsted

inspection is set out in Ofsted’s Common Inspection Framework4 and School Inspection

Handbook.5 A successful careers guidance programme will also be reflected in higher

numbers of pupils progressing to positive destinations such as apprenticeships,

technical routes, sixth form colleges, further education colleges, universities or

employment. Destination measures provide clear and comparable information on the

success of schools in helping all of their pupils take qualifications that offer them the

best opportunity to continue in education or training. We publish KS4 and 16-18 (KS5)

education destinations in performance tables on gov.uk, meaning that they are

becoming an established part of the accountability system.

4 https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-

years-from-september-2015

5 https://www.gov.uk/government/publicatiocns/shool-inspection-handbook-from-september-2015

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The Gatsby Benchmarks6

1. A stable

careers

programme

Every school and college should have an embedded

programme of career education and guidance that is

known and understood by students, parents, teachers,

governors and employers.

Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.

The careers programme should be published on the school’s website in a way

that enables pupils, parents, teachers and employers to access and understand

it.

The programme should be regularly evaluated with feedback from pupils, parents, teachers and employers as part of the evaluation process.

2.Learning from

career and

labour market

information

Every student, and their parents, should have access to

good quality information about future study options and

labour market opportunities. They will need the support

of an informed adviser to make best use of available

information.

By the age of 14, all pupils should have accessed and used information about

career paths and the labour market to inform their own decisions on study

options.

Parents should be encouraged to access and use information about labour

markets and future study options to inform their support to their children.

3.Addressing

the needs of

each student

Students have different career guidance needs at

different stages. Opportunities for advice and support

need to be tailored to the needs of each student. A

school’s careers programme should embed equality

and diversity considerations throughout.

A school’s careers programme should actively seek to challenge stereotypical thinking and raise aspirations.

Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions.

All pupils should have access to these records to support their career development.

Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations.

4.Linking

curriculum

learning to

careers

All teachers should link curriculum learning with

careers. STEM subject teachers should highlight the

relevance of STEM subjects for a wide range of future

career paths.

By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people to gain entry to, and be more effective workers within, a wide range of careers.

6 Holman, J. (2014) Good Career Guidance. London: Gatsby Charitable Foundation

5.Encounters

with employers

and employees

Every student should have multiple opportunities to

learn from employers about work, employment and the

skills that are valued in the workplace. This can be

through a range of enrichment activities including

visiting speakers, mentoring and enterprise schemes.

Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

*A ‘meaningful encounter’ is one in which the student has an opportunity to learn about what

work is like or what it takes to be successful in the workplace.

6.Experiences of workplaces

Every student should have first-hand experiences of the

workplace through work visits, work shadowing and/or

work experience to help their exploration of career

opportunities, and expand their networks.

By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.

By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.

7.Encounters

with further and

higher

education

All students should understand the full range of learning

opportunities that are available to them. This includes

both academic and vocational routes and learning in

schools, colleges, universities and in the workplace.

By the age of 16, every pupil should have had a meaningful encounter* with

providers of the full range of learning opportunities, including Sixth Forms,

colleges, universities and apprenticeship providers. This should include the

opportunity to meet both staff and pupils.

By the age of 18, all pupils who are considering applying for university should

have had at least two visits to universities to meet staff and pupils.

*A ‘meaningful encounter’ is one in which the student has an opportunity to explore what it is like to learn in that environment.

8.Personal

guidance

Every student should have opportunities for guidance

interviews with a career adviser, who could be internal

(a member of school staff) or external, provided they

are trained to an appropriate level. These should be

available whenever significant study or career choices

are being made.

Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

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Requirements and expectations of schools

Timing Action

Ongoing

(legal duty came into force in

September 2012)

Every school must ensure that pupils are provided with independent careers guidance from year 8 to year 13.

From January 2018

(legal duty came into force on 2

January 2018)

Every school must ensure that there is an opportunity for

a range of education and training providers to access all

pupils in year 8 to year 13 for the purpose of informing

them about approved technical education qualifications

or apprenticeships.

Every school must publish a policy statement setting out

their arrangements for provider access and ensure that it

is followed. Annex A sets out an example policy

statement on provider access.

From January 2018 to end 2020 Every school should begin using the Gatsby Benchmarks to improve careers provision now, and meet them by the end of 2020.

For the employer encounters Benchmark, every school

should begin to offer every young person seven

encounters with employers – at least one each year from

year 7 to year 13 – and meet this in full by the end of

2020. Some of these encounters should be with STEM

employers.

From September 2018 Every school should appoint a named person to the role of Careers Leader to lead the careers programme.

From September 2018 Every school will be expected to publish details of their careers programme for young people and their parents.

Support for schools

Timing Action

From September 2018 Job specification and standards for Careers Leaders developed and started to be used by schools.

From September 2018 The Careers & Enterprise Company will take on a broader role across all the Gatsby Benchmarks.

During 2018 and 2019 CEC will provide tools to help schools meet the Gatsby Benchmarks.

During 2018 and 2019 Careers Leaders training funded for 500 schools and colleges.

By end 2020 All schools will have access to an Enterprise Adviser.

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Statutory duties

1. Section 42A of the Education Act 1997 requires governing bodies to ensure that all registered pupils at the school are provided with independent7 careers guidance8 from year 8 (12-13 year olds) to year 13 (17-18 year olds).

2. The governing body must ensure that the independent careers guidance provided:

is presented in an impartial manner, showing no bias or favouritism towards a

particular institution, education or work option;

includes information on the range of education or training options, including

apprenticeships and technical education routes;

is guidance that the person giving it considers will promote the best interests of the

pupils to whom it is given.

3. The Technical and Further Education Act 2017 inserts section 42B into the Education Act 1997 and came into force on 2 January 2018. This new law requires the proprietor of all schools and academies to ensure that there is an opportunity for a range of education and training providers to access all pupils in year 8 to year 13 for the purpose of informing them about approved technical education qualifications9 or apprenticeships10.

4. The proprietor must prepare a policy statement setting out the circumstances in which

education and training providers will be given access to pupils, and to ensure that this is

followed. The policy statement must be published and must include:

any procedural requirement in relation to requests for access;

grounds for granting and refusing requests for access;

details of premises or facilities to be provided to a person who is given access.

5. The proprietor may revise the policy statement from time to time. The proprietor must

publish the policy statement and any revised statement.

7 Independent is defined as external to the school. External sources of careers support could include employer

visits, mentoring, website, telephone and helpline access and personal guidance provided externally to the school.

Taken together, the external sources must include information on the range of education and training options,

including apprenticeships. Personal guidance does not have to be external

– it can be delivered by school staff, if trained. Where this advice or any other element of the careers programme is

internal, it must be supplemented by external sources of support to ensure compliance with the legal duty.

8 Careers guidance is understood in this document to be the full range of activity delivered under the eight Gatsby

Benchmarks.

9 “Approved technical education qualification” means a qualification approved under section A2DA of the

Apprenticeships, Skills, Children and Learning Act 2009

10 An apprenticeship is a paid job with training, lasting a minimum of twelve months. Further information for schools can be found at Amazing Apprenticeships.

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What is the governing body expected to do?

6. The governing body should provide clear advice and guidance to the head teacher on

which he/she can base a strategy for careers education and guidance which meets the

school’s legal requirements, is developed in line with the Gatsby Benchmarks and

informed by the requirements set out in this document. Every school should have a

member of their governing body who takes a strategic interest in careers education and

guidance and encourages employer engagement.

7. The governing body must make sure that arrangements are in place to allow a range of

education and training providers to access all pupils in years 8-13 to inform them about

approved technical education qualifications and apprenticeships, and that a policy

statement setting out these arrangements is published. This should be part of a broader

approach to ensuring that young people are aware of the full range of academic and

technical routes available to them at each transition point.

Compliance with the duties and statutory guidance

8. In the event of suspected non-compliance with the duties and statutory guidance, our

approach is for the parties involved to try to resolve the matter locally. This might include

resolving a complaint in line with the school’s published complaints procedure. If a

complaint remains unresolved, the DfE School Complaints Unit will consider whether the

school’s statutory policies meet current education legislation and whether they have been

adhered to. If the Department finds fault with a school’s policies following a complaint,

then remedial action could be taken. This could include an official or a Minister from the

Department for Education writing to the school and, ultimately, the legal powers of

intervention available to the Secretary of State for Education may be enforced11.

11 Section 496 and 497 of the Education Act 1996

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Responsibilities of schools

9. The careers strategy explains that good careers guidance connects learning to the

future. It motivates young people by giving them a clearer idea of the routes to jobs and

careers that they will find engaging and rewarding. Good careers guidance widens

pupils’ horizons, challenges stereotypes and raises aspirations. It provides pupils with

the knowledge and skills necessary to make successful transitions to the next stage of

their life. This supports social mobility by improving opportunities for all young people,

especially those from disadvantaged backgrounds and those with special educational

needs and disabilities.

10. The Government has set a clear expectation that the quality of careers education and

guidance should be raised in all schools. The statutory framework requires every school to

secure independent careers guidance for all year 8 to 13 pupils. This makes sure that all

pupils have access to external sources of information on the full range of education and

training options. At GTS we will continue to use Penninsular Training and CSWgroup .

11. The Government wants to go beyond the statutory duties and introduce a framework

around which schools can develop and improve their entire careers programme. This will

help to promote a shared understanding of what excellent careers provision looks like and

a consistent approach to achieving it. The Government expects all schools to use the

Gatsby Benchmarks to improve their careers provision. The Gatsby Charitable

Foundation’s ‘Good Career Guidance’ report brought together the best national and

international research to look at what practical actions could improve careers guidance in

England. It identifies eight Gatsby Benchmarks that define a world-class standard of

excellent careers guidance. The research provides a clear and consistent message that a

good careers programme means achieving all eight Gatsby Benchmarks with every pupil.

GTS will adopt the Gatsby Benchmarks.

12. Benchmark 7 recognises the importance of every pupil meeting education and training

providers to understand the full range of educational opportunities that are available to

them. GTS has already responding to this, recognising that technical options can give

young people opportunities to access inspiring careers, whatever their interests, strengths

or aspirations. The Government wants to go further and has introduced a new duty on

schools to allow access to providers of technical education and apprenticeships will make

sure that every pupil is well- informed about their future options at every stage. The duty

will help pupils to make an informed choice about an academic option for those

interested in going to university, and a technical route, including T levels or an

apprenticeship, for those seeking to progress to the highest levels of skilled employment

or technical education and training at levels 4, 5 and 6. Progression options will include

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higher and degree level apprenticeships or higher technical education, including technical

degrees.

13. The Gatsby Foundation and The Careers & Enterprise Company have launched Compass12,

an online self-evaluation tool for schools. Compass works by asking schools to answer a

series of questions about what careers provision they offer. On completing the questions,

the school will receive a confidential report showing how they compare to the Gatsby

Benchmarks. Over time a school can return to the tool, see their previous results and

repeat the assessment as provision develops. The Compass report is confidential, but

schools may choose to share it with governors, parents/carers, colleagues, and Ofsted.

Using the Gatsby Benchmarks to develop and improve careers provision, and putting in

place a clear plan that is based around meeting them, will also help schools to ensure they

are complying with their legal duties. GTS has completed this report and is aware of the

areas it needs to develop.

14. The government recognises that the eight Benchmarks represent a demanding but

achievable standard. The Government’s expectation is that all schools begin working

towards the Benchmarks now, and meet them all by the end of 2020.

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Meeting the Gatsby Benchmarks

Benchmark 1: A stable careers programme

15. GTS has developed its own careers programme which meets the requirements of the

other seven Benchmarks, showing how they come together into a coherent strategy that

is embedded in GTS structures.

16. From September 2018, GTS’ Careers Leader will be Jacqui Royse.

17. GTS will publish details of our careers programme so that it is known and understood by

pupils, parents/carers, teachers, governors and employers. The school will invite feedback

on the plan from these groups as part of a regular evaluation of the careers programme.

The plan will demonstrate how the school is responding to meeting the Gatsby

Benchmarks. From September 2018, GTS will publish a plan on their website in response

to government guidelines. The plan will incorporate the policy statement on provider

access that schools are required to publish

Benchmark 2: Learning from career and labour market information

18. AT GTS we will ensure that every pupil, and their parents/carers, should have access to

good quality information about future study options and labour market opportunities.

This will be through careers interviews, the 3Rs programme and by use of The National

Careers Service information and professional advice about education, training and work to

adults and young people aged 13 years and over. Pupils and their parents/carers can

access support via a website12, helpline13 and web chat.

19. GTS will make sure that, by the age of 14, all pupils have accessed and used information

about career paths and the labour market to inform their decisions on study options. GTS

will explain the value of finding out about the labour market and support young people

and their parents/carers to access and understand this information.

20. LMI can be accessed from a range of sources. The government funds a high quality LMI

service called LMI for All which is used by a number of providers, including the National

Careers Service14.

21. GTS appreciates that good career and labour market information can also support social

mobility by raising pupil’s aspirations and tackling stereotypical assumptions that

certain jobs are ‘not for people like me’. Career choices for girls, particularly around

STEM, are affected in a range of ways. GTS will use a number of interventions to tackle

gender stereotypes.

12 https://nationalcareersservice.direct.gov.uk

13 0800 100 900

14http://www.lmiforall.org.uk

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Benchmark 3: Addressing the needs of each pupil

22. GTS will ensure that we have a careers programme that will raise the aspirations of all

pupils but also be tailored to individual need. GTS will consciously work to prevent all

forms of stereotyping in the advice and guidance they provide, to ensure that young

people from all backgrounds, gender and diversity groups, including those with special

educational needs and disabilities, consider the widest possible range of careers.

23. GTS will keep comprehensive and accurate records to support the career and enterprise

development of pupils. They are an effective means of maintaining consistent advice and

helping pupils, parents/carers and advisers to keep track of agreed actions and next

steps. It can also help young people to showcase their skills to employers.

24. GTS will assess their success in supporting our pupils to take up education or training

which offers good long term prospects. GTS will continue to collect destination data.

Collection and analysis of destination data will help GTS to see how well they are doing in

countering stereotypes and raising aspirations (Benchmark 3). GTS will begin to build and

maintain an alumni network which will be valuable for giving pupils encounters with

employers and employees (Benchmark 5) and encounters with further and higher

education (Benchmark 7). Government will provide more detail on destinations data,

including best practice examples of how schools can make the most of this data, in the

September statutory guidance.

25. Destination measures are produced and published by the Department for Education using

existing data collections and are based on sustained participation15. They show the

percentage of a school’s former pupils who continued their education or training

(including through an apprenticeship), went into employment, and those who were not in

education, employment or training (NEET). The data are broken down by a range of pupil

characteristics, including special educational needs, eligibility for free school meals in year

11 and, at key stage 4, disadvantaged pupils who would have attracted the pupil

premium. These measures will help schools to be held to account locally as well as feeding

into inspection evidence gathered by Ofsted.

15 The destination measures are based on activity in all of the first two terms (defined as October to March) of the year after the young person left KS4 or took A level or other level 3 qualifications.

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Targeted support for vulnerable and disadvantaged young people

26. Local authorities16 have a range of duties to support young people to participate in

education or training which are set out in statutory guidance on the participation of young

people. Local authorities should have arrangements in place to ensure that 16 and 17 year

olds have agreed post-16 plans and have received an offer of a suitable place in post-16

education or training under the ‘September Guarantee’, and that they are assisted to take

up a place.

27. GTS will continue to work with local authorities, particularly children’s social care, to

identify young people who are in need of targeted support or who are at risk of not

participating post-16. This includes young people with particular vulnerabilities or who

are receiving support to safeguard them and promote their welfare, such as Children in

Need (including those who are on child protection plans or who are looked after). It also

includes young people with additional needs, such as special educational needs and

disabilities, or those who may leave care between the ages of 16 and 18. Schools will

need to agree how these young people can be referred for support drawn from a range

of education and training support services available locally. This may require multi-

agency working with other professionals involved in supporting the young person, such

as social workers.

28. GTS will ensure that young people understand the programmes available to support

them with the costs associated with staying in post-16 further education.

29. GTS may also work with their local authority and local post-16 education or training

providers to share data on students who are likely to need support with post- 16

participation costs, such as care leavers or those on Free School Meals.

30. Looked after children and previously looked after children, and care leavers may need

particularly strong support to ensure high levels of ambition and successful transition to

post-16 education or training. The designated careers lead (Jacqui Royse/ DHT) should

engage with the school’s designated teacher for looked after and previously looked after

children to (Helen Whiterod/ INCO) 1) ensure they know which pupils are in care or who

are care leavers; 2) understand their additional support needs and 3) ensure that, for

looked after children, their personal education plan can help inform careers advice. For

these young people, careers advisers should also, in co-ordination with the school’s

designated teacher, engage with the relevant Virtual School Head17 or personal adviser to

ensure a joined up approach to identifying and supporting their career ambitions.

16 For the purpose of this guidance, local authorities includes services subcontracted by the local authority to deliver services to support young people’s participation as set out in the Education and Skills Act 2008.

17 All local authorities must appoint a Virtual School Head for the purpose of discharging their duty to promote the

education of looked after and certain previously looked after children’s education. For looked after children, the

VSH of authority which looks after them is responsible for promoting their education. For previously looked after

children (those who have left care through adoption, special guardianship or child arrangement orders or were

adopted from state care abroad) the relevant VSH will be the one serving the area where the child is educated.

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Information sharing

31. All schools (including academies and other state-funded educational institutions) must

continue to provide relevant information about all pupils to local authority support

services18. This includes:

i) basic information such as the pupil’s name, address and date of birth;

ii) other information that the local authority needs in order to support the young person to

participate in education or training and to track their progress. This includes for example:

young people’s contact details including phone numbers, information to help identify

those at risk of becoming NEET post-16, young people’s post-16 and post-18 plans and the

offers they receive of places in post-16 or higher education. However, schools must only

provide the basic information, and not this additional information, if a pupil aged 16 or

over, or the parent/carer of a pupil aged under 16, has instructed them not to share

information of this kind with the local authority. The school’s privacy notice is the normal

means of offering young people and their parents/carers the opportunity to ask for

personal information not to be shared.

Careers guidance for pupils with special educational needs or disabilities

1. GTS will ensure that careers guidance for pupils with special educational needs and

disabilities (SEND) is differentiated, where appropriate, and based on high aspirations and

a personalised approach19. GTS should ensure every pupil, whatever their level or type of

need, is supported to fulfil their potential. The overwhelming majority of young people

with SEND, including those with high levels of need, are capable of sustainable paid

employment, with the right preparation and support. All staff working with them should

share that presumption, and should help them to develop the skills and experience, and

achieve the qualifications they need to succeed in their careers. Schools should also work

with families of pupils with SEND to help them understand what career options are

possible, with the right support, for their child. Careers guidance for pupils with SEND

should be based on the pupils’ own aspirations, abilities and needs. Research by The

Careers & Enterprise Company highlights the need to put the individual with SEND at the

centre, working with the family, to start transition planning early, and the value of

supported encounters with the workplace and work experience20

.

18 Section 72 of the Education and Skills Act 2008

19 It is worth noting that a high proportion of looked after children have SEND, therefore guidance on careers advice

for pupils with SEND may also be relevant to this group.

20 Hanson, J., Cordina, G. and Neary, S. (2017) Transition Programmes for Young Adults with SEND. What

Works? London: The Careers & Enterprise Company.

https://www.careersandenterprise.co.uk/research/transition-programmes-young-adults-send-what-works

19

2. Careers guidance for pupils with SEND should take account of the full range of relevant

education, training and employment opportunities, such as traineeships and

apprenticeships, supported internships (for young people with Education Health and

Care plans) or routes into higher education. It should be well informed about ways in

which adults with SEN or disabilities can be supported in the workplace (e.g. supported

employment, ways in which jobs can be “carved” to fit a person’s abilities, job coaching,

reasonable adjustments for disabled people in the workplace and Access to Work (DWP

support)). Advice on self-employment (e.g. micro-enterprise) may also be relevant.

3. GTS will build partnerships with businesses and other employers, employment services,

and disability and other voluntary organisations, to help broaden the pupil’s horizons.

Encounters with employers can be transformational for pupils with SEND, particularly

hands on experience in the workplace, and schools should facilitate this. The opportunity

to experience lots of different work sectors can be particularly helpful. GTS will prepare

pupils well for these experiences, match them carefully to each employer and provide any

special support the pupil may need to benefit fully from the experience.

4. GTS will ensure that careers guidance for pupils does not simply focus on finding a post-16

destination to meet their immediate needs. Support should focus on the pupil’s career

aspirations, and the post-16 options which are most likely to give the young person a

pathway into employment, or higher education, and give them the support they need to

progress and succeed.

5. GTS will make use of the SEND local offer published by the local authority. Where pupils

have EHC plans, their annual reviews must, from year 9 at the latest, include a focus on

adulthood, including employment. GTS will ensure these reviews are informed by good

careers guidance. GTS will co-operate with local authorities, who have an important role

to play through their responsibilities for SEND support services, EHC plans and also the

promotion of participation in education and training. Statutory guidance on the SEND

duties is provided in the 0-25 Special Educational Needs and Disability Code of Practice.

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Benchmark 4: Linking curriculum learning to careers

6. Subject teachers should also support GTS’s approach to careers education and guidance.

The curriculum offers excellent opportunities for developing the knowledge and skills that

employers need and subject teachers can be powerful role models to attract pupils

towards their subject and the careers that flow from it. GTS will ask all teachers to

support the career development of young people in their tutorial role and through their

subject teaching21. GTS currently deliver careers, employability and enterprise lessons

through the curriculum as part of their commitment to Personal, Social, Health and

Economic (PSHE) education in the 3Rs programme. GTS is working towards weaving

careers education and guidance in to subjects across the curriculum, including PSHE22.

7. GTS will ensure that, as early as possible, pupils understand that good maths skills are a

necessary element of citizenship, and that studying maths and science can lead to a wide

range of career choices. GTS will ensure that, by the age of 14, every pupil is exposed to

the world of work. This should include meeting a range of professionals from occupations

which require maths and science qualifications, as well as highlighting the importance of

maths to all jobs. These meetings should emphasise the opportunities created for young

people who choose maths and science subjects at school and college. GTS is aware of the

need to do this for girls, in particular, who are statistically much more likely than boys to

lack confidence in their own ability in maths and science and be put off studying those

subjects at an early age.

8. GTS will ensure that pupils study the core academic subjects at GCSE – English, maths,

science, history, geography and a language – the English Baccalaureate (EBacc). GTS will

support pupils to understand that these are the subjects which provide a sound basis for

a variety of careers beyond the age of 16, and can also enrich pupils’ studies and give

them a broad general knowledge that will enable them to participate in and contribute to

society.

9. GTS will make clear to pupils that if they do not achieve a grade 4 or better in GCSE maths

and English by the end of key stage 4 they will be required to continue working towards

this aim as part of their 16-19 study programme – the government have made this

requirement a condition of funding. For some students this can mean taking stepping

stone qualifications in order to support them as they work towards a GCSE. There are

exemptions for some students with Education, Health and Care plans who may not be

able to take any of these qualifications, although all students must continue to study

maths and English at an appropriate level. This is because of the vital importance and

powerful labour market value of securing a good standard in maths and English.

21 Hooley, T., Watts, A.G., and Andrews, D. (2015) Teachers and Careers: The Role Of School Teachers in Delivering

Career and Employability Learning. Derby: International Centre for Guidance Studies, University of Derby.

22 Collins, J. and Barnes, A. (2017) Careers in the Curriculum. What Works? London: The Careers & Enterprise Company.

21

Benchmark 5: Encounters with employers and employees

10. There is strong research evidence about the impact of employer engagement on pupils’

future prospects and earnings in adult life. A study conducted by the Education and

Employers Taskforce23 found that where there were higher levels of employer contacts, in

the form of careers talks with outside speakers, this was linked to higher returns to

individuals in the labour market.

11. A clear focus on the enterprise and employability skills, experience and qualifications that

employers want can support preparation for work. GTS will help pupils gain the

confidence to compete in the labour market by providing opportunities to gain the

practical know-how and attributes that are relevant for employment. This should include

the opportunity for pupils to develop entrepreneurial skills for self- employment. GTS will

engage fully with local employers, businesses and professional networks to ensure real-

world connections with employers lie at the heart of the careers strategy. Visiting

speakers may include quite junior employees, or apprentices, particularly alumni, with

whom pupils can readily identify.

12. GTS will work with The Careers & Enterprise Company to identify an Enterprise Adviser

appropriate for the school24. An Enterprise Adviser is an experienced business volunteer

who can support the school to connect to the labour market.

13. Every year from the age of 11, pupils should participate in at least one meaningful

encounter with an employer – this means at least one encounter each year from

years 7 to 13. Different encounters will work for different pupils, but it could mean in

practice:

careers events such as careers talks, careers carousels and careers fairs;25

transitions skills workshops such as CV workshops and mock interviews;26

mentoring and e-mentoring;27

employer delivered employability workshops;

business games and enterprise competitions.28

23 Mann, A. et al. (2017) Contemporary Transitions: Young people reflect on life after secondary school and college

24 Connect via the Careers & Enterprise Company website at

https://www.careersandenterprise.co.uk/schools-colleges/sign-your-school

25 Rehill, J., Kashefpakdel, E. and Mann, A. (2017) Careers Events. What Works. London: The Careers & Enterprise

Company. https://www.careersandenterprise.co.uk/research/business-games-and-enterprise- competitions-

what-works

26 Rehill, J., Kashefpakdel, E. and Mann, A. (2017) Transition Skills (Mock Interviews and CV Workshops). What

Works? London: The Careers & Enterprise Company. https://www.careersandenterprise.co.uk/research/transition-

skills-mock-interviews-and-cv-workshops-what- works

27 Hooley, T. (2016) Effective Employer Mentoring. Lessons from the Evidence. London: The Careers & Enterprise

Company. https://www.careersandenterprise.co.uk/research/publications/effective-employer- mentoring

28 Hanson, J., Hooley, T. and Cox, A. (2017) Business Games and Enterprise Competitions. What Works? London:

The Careers & Enterprise Company https://www.careersandenterprise.co.uk/research/business- games-and-

enterprise-competitions-what-works

22

14. Because of the high returns to STEM careers, and the increasing need for many jobs to

have greater quantitative skills in future, GTS will make sure one of the encounters their

pupils experience before year 11 is with a STEM employer or workplace, or one of their

careers events is focused around STEM.

15. GTS will aim to engage with Jobcentre Plus as they can play a role in facilitating links

between GTS and employers through the ‘Support for Schools’ programme. Jobcentre

Plus works with many employers that are keen to engage with schools, deliver

presentations, provide employability workshops, support careers fairs, or provide work

experience or work taster opportunities.

Benchmark 6: Experiences of workplaces

16. In addition to school-based encounters with employers, pupils should have first-hand

experience of the workplace. There is evidence that work experience gives pupils a more

realistic idea of the expectations and realities of the workplace29. This is particularly

valuable for pupils from disadvantaged backgrounds who may not have access to a

diverse range of role models.

17. GTS will ensure that by the age of 16, every pupil has at least one experience of a

workplace. GTS will pay particular attention to work placements for pupils with SEND.

Some pupils with SEND may find work placements particularly helpful, especially where

pupils find it difficult to imagine a work context, or to counter low aspirations. When

arranging work placements for pupils with SEND, schools should carefully match the

placement to the abilities, needs and aspirations of the pupil. Schools should consider

whether pupils with SEND need additional support in the work placement to ensure it is

a valuable and positive experience, and secure that support where needed, working with

the employer30.

18. High quality and meaningful work experience forms a required part of 16-19 study

programmes. A more flexible approach can be adopted for younger pupils and does not

necessarily have to involve a traditional placement. Options could include:

workplace visits;

work experience (1-2 weeks);

job shadowing;

career-related volunteering and social action.

29 Buzzeo, J. and Cifci, M. (2017) Work Experience, Job Shadowing and Workplace Visits. London: The Careers &

Enterprise Company. https://www.careersandenterprise.co.uk/research/work-experience-job- shadowing-and-

workplace-visits-what-works

30 Hanson, J., Codina, G. and Neary, S. (2017) Transition Programmes for Young Adults with SEND. London: The

Careers & Enterprise Company. https://www.careersandenterprise.co.uk/research/transition- programmes-young-

adults-send-what-works

23

Benchmark 7: Encounters with further and higher education

19. Most pupils will be more immediately concerned with the next stage of their study and

choosing the right post-16 and post-18 options rather than choosing the right occupation.

It is important that young people realise that all of their educational choices have

implications for their longer term career. GTS will encourage young people to consider

what career options different educational choices open up and close down. Under raising

the participation age (RPA) requirements, all young people in England are required to

continue in education or training until at least their 18th birthday. GTS will ensure that

young people are clear about this requirement and what it means for them. In particular,

they must be clear that young people are not required to stay in school. They can choose

how to participate which might be through:

full time study in a school, college or training provider;

an apprenticeship, traineeship or supported internship;

full time work or volunteering (20 hours or more) combined with part time

accredited study.

20. The Moments of Choice research31 commissioned by The Careers & Enterprise

Company suggests that leaving decision-making to the last minute results in

young people becoming overwhelmed. Young people should receive a range of

information and opportunities to learn about education, training and career

paths throughout their school life.

21. GTS will encourage pupils to use information tools such as websites and apps which

display information about opportunities. The Government has made available

information on the full range of education and training opportunities via a national

course directory on the National Careers Service website which can be presented on

careers information websites and apps to help young people make choices effectively.

GTS will support our year 11 pupils in particular to use these information tools as part of

their careers education and guidance. In consultation with a careers professional, schools

may recommend good quality websites and apps, whether national or local in scope, that

present the full range of opportunities in an objective way, that will help pupils make

good choices about post-16 options.

31 The Careers & Enterprise Company. (2016) Moments of Choice. London: The Careers & Enterprise Company. https://www.careersandenterprise.co.uk/research/moments-choice

24

New legal duty: access to providers of technical education and apprenticeships

22. The Government has introduced a new legal duty, from 2 January 2018, which requires all

maintained schools and academies to ensure that there is an opportunity for a range of

education and training providers to access all pupils for the purpose of informing them

about approved technical education qualifications and apprenticeships. In practice this will

mean every school allowing each provider access to all pupils in years 8 to 13 to inform

them about the varied career options open to them and courses and qualifications they

offer and what each option entails. This will allow pupils to consider how the opportunity

to study or train in different ways, and in different environments, might suit their skills,

interests and aptitudes. By hearing directly from providers about alternatives to academic

and school-based routes, every pupil can build up a full picture of the options available to

them at important transition points. This will lead to better-informed choices and help to

reduce the risk of dropping out of courses.

23. GTS must ensure that there are opportunities32 for providers of approved technical

education qualifications and apprenticeships to visit the school to speak to all pupils in

years 8 to 11. The government would expect the opportunities to include33 a visit from a

Studio School to inform key stage 4 choices; a visit from a University Technical College to

inform key stage 4 and key stage 5 choices; and visits from a range of providers of

apprenticeships and technical options, including an FE college to inform key stage 4, key

stage 5 and post-18 choices.

24. The school must make provider visits available to all pupils in the relevant year group.

The school should not do anything which might limit the ability of pupils to attend.

Unacceptable behaviour would include restricting invitations to selected groups of

pupils, or holding events outside of normal school hours.

25. The school should also provide a range of opportunities for providers offering other

options, including sixth form colleges and higher education institutions, to visit the school

to talk to pupils. This will help all pupils to develop a comprehensive picture of the

education and training options available beyond the school.

32 ‘Schools are not required to accept every request from a provider to visit but must demonstrate, through their

policy statement on provider access, that a number of opportunities are available to all pupils in each year group

from years 8 to 13.

33 Except where there is no such provider in the area that pupils could reasonably be expected to consider attending in future, due to the travelling distance involved.

25

26. GTS has a ‘Policy statement on provider access’ as required under the government

‘Careers guidance and access for education and training providers’34 .

27. By considering carefully the frequency and scale of opportunities to offer to providers, the

school can minimise the burden of dealing with unsolicited requests. For example, the

school may decide to arrange an annual assembly for a whole year group and invite

multiple providers, or work with a group of providers to deliver one presentation covering

multiple further education or apprenticeship opportunities in the local area. Each event

should give each provider the chance to present meaningfully to the pupils.

28. Persons acting on behalf of a provider may represent the provider, or accompany the

provider, if they are particularly well placed to engage and inform pupils about the options

available. For example, a University Technical College or an apprenticeship provider may

ask to bring a key employer with them on a provider visit. The school should consider such

requests and consent cannot be withheld unreasonably35.

29. The apprenticeship training provider base is particularly large and diverse. It can include

private training providers, further education colleges, higher education institutions, sixth

form colleges, and employers. GTS will consult the Amazing Apprenticeships resource36 as

well as the register of apprenticeship training providers37 to inform decisions about whom

to invite in alongside our existing links with apprenticeship providers.

Benchmark 8: Personal guidance

1. Every pupil should have opportunities for personal guidance interviews with a

qualified careers adviser whenever significant study or career choices are being

made. Careers advisers can help pupils to locate ambitious education and career

options, by identifying opportunities and assessing pupils’ abilities, interests and

achievements. The Government’s expectation is that every pupil should have at least

one such interview by the age of 16. GTS will integrate this guidance within the

pastoral system so that personal careers interviews can be followed up by the form

tutors. The personal guidance should be clearly connected with the wider careers

programme.

34 https://www.gov.uk/government/publications/careers-guidance-provision-for-young-people-in-schools

35 Schools and colleges are not entitled to require a Disclosure and Barring Service (DBS) check for a visitor who is in

the school for a “one-off” visit. However, head teachers and principals should decide on the appropriate level of

supervision for the duration of the visit.

36 http://amazingapprenticeships.com/

37 Organisations that are approved to deliver apprenticeship training are listed on the register of

apprenticeship training providers (RoATP): https://www.gov.uk/guidance/register-of-apprenticeship-

training-providers.

26

2. Careers advisers working with young people with special educational needs or disabilities

should use the outcome and aspirations in the Education, Health and Care plan, where

they have one, to focus the discussion. Similarly, when working with looked after children

or care leavers, their Personal Education Plan or pathway plan should be used to help

focus the discussion. It is good practice for these young people to have a named adviser

who can build a relationship with them and better understand their individual needs.

3. GTS will use a qualified careers professional, who could be an appropriately trained

member of school staff, to provide personal guidance interviews38. GTS uses Peninsular

Training and CSWgroup.

38 The main qualifications for careers professionals are the Qualification in Career Development (QCD) (which

replaces the earlier Qualification in Career Guidance (QCG) and Diploma in Career Guidance) and the Level 6

Diploma in Career Guidance and Development.

27

Further information

Useful resources and external organisations

Gatsby Good Career Guidance. A report on improving career guidance in

secondary schools which includes the Gatsby Benchmarks.

Gatsby Good Practice. A website which shares good practice from the North East pilot of

the Gatsby Benchmarks, and other information and support for schools.

Compass. A self-evaluation tool to help schools to evaluate their careers and enterprise

provision and benchmark against the Gatsby Benchmarks and compare it with other

schools.

State of the Nation 2017. A report on the careers and enterprise provision in secondary

schools in England in 2016/17. It examines how schools are performing in relation to the

Gatsby Benchmarks, based on data from responses to the Compass tool.

Careers & Enterprise Company. The Careers & Enterprise Company brokers links

between employers, schools and colleges in order to ensure that young people aged 12-

18 get the inspiration and guidance they need for success in working life.

Careers & Enterprise Company: Schools and Colleges. Connects schools to

businesses volunteers and careers activity programmes.

National Careers Service. The National Careers Service provides information, advice

and guidance to help people make decisions on learning, training and work

opportunities. The service offers confidential and impartial advice. This is supported

by qualified careers advisers.

Amazing Apprenticeships. A website to make it easy for teachers and careers

advisers to access the latest information about apprenticeships.

Apprenticeships Support and Knowledge for Schools (ASK). A network of teachers,

careers advisers and ambassadors who will promote apprenticeships and traineeships

in positive ways to year 10-13 pupils in the North, Midlands, London and the South.

Baker Dearing Educational Trust. Information on University Technical Colleges.

Career Development Institute. The Career Development Institute is the single UK- wide

professional body for everyone working in the fields of careers education, career

information, advice and guidance, career coaching, career consultancy and career

management. It offers affiliate and individual membership to schools which includes free

CPD webinars, regular digital newsletters, a quarterly magazine, online networking

groups and training at a preferential rate.

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Career Development Institute Framework for careers, employability and enterprise

education. A framework of learning outcomes to support the planning, delivery and

evaluation of careers, employability and enterprise education for children and young

people.

UK Register of Career Development Professionals. The single national point of

reference for ensuring and promoting the professional status of career practitioners.

Quality in Careers Standard. The Quality in Careers Standard in the national quality

award for careers education, information, advice and guidance.

Find an Apprenticeship. Search and apply for an apprenticeship in England.

LMI for All. An online data portal, which connects and standardises existing sources of

high quality, reliable labour market information (LMI) with the aim of informing careers

decisions. This data is made freely available via an Application Programming Interface

(API) for use in websites and applications.

STEM Ambassadors. A nationwide network of over 30,000 volunteers from a wide range

of employers, who engage with young people to provide stimulating and inspirational

informal learning activities in both school and non-school settings

Studio Schools Trust. The organisation that unites all Studio Schools, acting as a linking

point between Studio Schools, enabling the sharing of best practice as well as providing

advice and curriculum support.

Unistats. The official website for comparing UK higher education undergraduate course

data. The site includes information on university and college courses, Teaching

Excellence and Student Outcomes Framework (TEF) ratings, student satisfaction scores

from the National Student Survey, employment outcomes and salaries after study and

other key information for prospective students.

Your Daughter’s Future. A careers toolkit for parents.

Your Life app. Informs and inspires young people by giving them the opportunity to

discover hundreds of varied career options.

Other relevant Governmental advice and statutory guidance

Governance handbook. Guidance outlining the roles and duties of school

governors and academy trusts.

Special educational needs and disability code of practice: 0 to 25 years. A statutory code

which explains the duties of local authorities, health bodies, schools and colleges to

provide for those with special educational needs under Part 3 of the Children and

Families Act 2014.

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Participation of young people: education, employment or training. Statutory guidance

for local authorities on their duties relating to the participation of young people in

education, employment or training.

Other government departmental resources

Careers strategy: making the most of everyone’s skills and talents. Government’s plan

for raising the quality of careers provision in England.

Post-16 technical education reforms: T level action plan. Government’s progress on the

reforms to technical education set out in ‘Post-16 skills plan’, confirms next steps and

opportunities for engagement by interested parties